Everly Hall 224
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-4401
Fax: (808) 956-9905
Web: coe.hawaii.edu/curriculum-studies
Faculty
*Graduate Faculty
*P. E. Halagao, PhD (Chair)—social studies, multicultural education, Filipina/o curriculum and pedagogy
*K. Cashman, PhD—Aloha ‘Âina education and leadership, Hawaiian education, art education, storytelling, teacher leader, teacher professional development
*P. Chinn, EdD—preK-20 formal and informal science education, place-based, transdisciplinary, culturally sustaining STEM incorporating arts and ancestral knowledge
*R. Chun, MEd—early childhood education, projects and place-based early education
*K. Cross, PhD—interdisciplinary education/research; learning and development (e.g., physiological, sociological, psychological) in relation to cultural practices (especially, oral traditions)
*P. Deering, PhD—curriculum and instruction, middle level education, social studies education, qualitative research
*L. H. L. Furuto, PhD (C & I Coordinator)—mathematics education, ethnomathematics, quantitative research,
*R. Johnson, PhD—elementary and early childhood education
*J. Kaomea, PhD—Indigenous education, qualitative research, elementary mathematics
*E. K. Kukahiko, PhD—Hawaiian language immersion education, teacher education
*M. Maaka, PhD—Indigenous education, language and cognition, research methodologies, politics in education
S. Maunakea, PhD—Indigenous leadership, ‘Âina-based pedagogies, Indigenous land-based education, eco-justice, sustainability education, culturally responsive evaluation and assessment
*T. O’Neill, PhD—place-base science, STEMS^2 education
H. Pope, PhD—mathematics education
*A. R. Smith, PhD—literacy, qualitative research methods, poststructural theories
B. W. Taira, PhD—teacher education, literacy studies, migration and literacy, culturally responsive assessment
*B. L. Williams, PhD—art education
D. Zuercher, PhD—place-based and culturally responsive education, teacher preparation and action research
Cooperating Graduate Faculty
C. Au, PhD—teacher education, early childhood & elementary education, autoethnography & arts-based education, critical literacy, decolonization & power; democracy in education
R. S. Black, EdD—mental retardation transition, students at risk, research design
B. Bruno, PhD—geoscience research, education, broadening participation
S. M. Buelow, PhD—literacy and reading education, elementary teacher preparation, 21st century literacies
M. Cheang, PhD—family public policy, family resource management, family caregivers
B. D. DeBaryshe, PhD—educational measurement, early childhood
B. Dougherty, PhD—mathematics education
D. P. Ericson, PhD—philosophy of education, educational policy
C. Frambaugh-Kritzer, PhD—adolescent literacies, new literacies, disciplinary literacies
L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
R. K. Hetzler, PhD—exercise physiology with interest in body composition and metabolism
I. F. Kimura, PhD—kinesiology, athletic training and biomechanics
J. Lemus, PhD—STEM education & marine science; Makerspace learning environments; physiology of marine invertebrates symbioses, professional development
D. Lipe, PhD—Indigenous and Western science; food sustainability
C. Loong, PhD—music education
M. I. Martini, PhD—parenting and family relationships across cultures
J. A. S. Moniz, PhD—multicultural education, social studies, research methods
L. S. Muccio, PhD—early childhood education, inclusive education, teacher action research N. Murata, PhD—general physical education, pedagogy, adapted physical education, special education/transition, and professional development
M. E. Pateman, HSD, MPH—health education
J. H. Prins, PhD—kinesiology
M. Rivera, PhD—inquiry and place-based marine STEM education & research
S. B. Roberts, EdD—curriculum administration, policy, professional socialization, school administration
P. Sheehey, PhD—mild/moderate disabilities, teacher preparation, autism
J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
M. Smith, PhD—second language teacher education; content and language integrated learning; sheltered instruction
M. Soetoro, PhD—multicultural, global and international education
L. Venenciano, PhD—educational psychology, mathematics education, teacher education
D. Zuercher, PhD—elementary and middle level, literary health
Emeritus Graduate Faculty
A. Bartlett, PhD (Emeritus)—literacy education, children’s literature
D. B. Young, EdD (Emeritus)—science education
Degrees Offered: MEd in curriculum studies, MEd in early childhood education, PhD in education with track in curriculum and instruction.
The Academic Program
The Department of Curriculum Studies (EDCS) offers advanced degrees at the master’s level in curriculum studies and early childhood education (MEd-CS and MEd-ECE), and, as part of a college-wide doctoral degree, a track in curriculum and instruction (PhD). Students may also study for a graduate certificate in ethnomathematics, and in literacy leader: literacy specialist or teacher leader. All programs focus on the educational needs of children and adolescents, teaching, learning, and curriculum.
The students at UH Manoa are ethnically diverse as are the students in Hawai‘i’s school system. Students in EDCS programs, therefore, learn and teach in a unique multicultural environment.
Graduate Study
General information, policies, requirements, and procedures of Graduate Division are in the “Graduate Education” section of this Catalog.
Master of Education in Curriculum Studies
The Master of Education in Curriculum Studies (MEd-CS) degree is a 30-credit program designed to serve licensed teachers and other educators who wish to explore, research, and apply innovative ideas in PK-12 education. Students may attend part-time, and the average completion time is about two years.
The MEd-CS equips teachers to fill a variety of teaching and resource roles at an advanced level. The program also prepares students for doctoral programs and other advanced study options.
Students select from three school levels: Pre-kindergarten through Third Grade, Middle (and Secondary) Level, and K-12. Within K-12, the program offers content area interdisciplinary tracks. Content areas include: (a) Art Education, (b) Language Arts/Literacy, (c) Mathematics Education, (d) Multicultural Education, and (e) Social Studies Education. Interdisciplinary tracks include: (a) Aloha ‘Aina Education & Leadership, (b) Interdisciplinary Education, (c) Literacy Specialist, (d) National Board Certification Teacher Leader, (e) PACMED, (f) Placebased and Sustainability Education, and (g) STEMS^2. All tracks emphasize teacher leadership and place-based education.
Students may Add-a-Field to an existing Hawai‘i teacher license in Ethnomathematics, Literacy Specialist, PK-3, Reading Specialist, and Teacher Leader. Students may also earn graduate certificates in Ethnomathematics, Literacy Leader, and Teacher Leader with or without the MEd-CS degree. If students want to double count Master’s and graduate certificate courses, they must be concurrently enrolled at least one semester. Students in ITE Post-Baccalaureate Certificate in Secondary Education (PBCSE) may also double count a maximum of 12 credits for the MEd-CS program.
Admission Requirements
In addition to the requirements of Graduate Division, applicants for the MEd in the curriculum studies program must provide the following:
- Evidence of adequate successful course work and/or experience related to the track selected.
- Evidence of student teaching, teaching, or experience designing and/or implementing curriculum in educational settings.
- Three (3) professional references from people who are able to comment on the quality of the applicant’s experience, ability to pursue graduate study, and character.
Some tracks may have additional prerequisites, so please check our website.
Program Requirements
MEd-CS courses are scheduled to meet the needs of educators, and some programs are completely online.
Additional details about the program are available at curriculum-studies. Please download Handbook 1: Prospective and New Students.
Plan A (Thesis) Requirements
The Plan A program is designed primarily for students interested in research and in writing a thesis. It requires a minimum of 30 credit hours with at least 12 credit hours in curriculum studies, not counting 699V or 799V. Of the 30 credit hours, 24 credit hours must be approved course work. Required courses are EDCS 622, 667, and two research methods courses. A minimum of 12 credit hours is to be taken in a related field, which may be in a concentration area within the Department of Curriculum Studies, in other departments in the College of Education, or in a discipline in one or more of the other colleges/schools at UH Manoa. Of the approved courses, 18 credit hours must be at the 600 to 700 level (excluding 699 and 799). Six credit hours (EDCS 700) are required for the thesis.
Plan B (Non-thesis) Requirements
The Plan B program is designed primarily for students who wish to strengthen their teaching and leadership. It requires a minimum of 30 credit hours of approved course work, with a minimum of 12 credit hours in curriculum studies (excluding EDCS 699). Required courses are EDCS 622, 667, and two research methods courses. A minimum of 18 credit hours is to be taken in a school level or track. Of the approved courses, 18 credit hours must be at the 600 to 700 level, excluding 699. A maximum of 6 credit hours of 699 may be applied to the degree program.
The Plan B program also requires a culminating project.
For further information and application forms, go to coe.hawaii.edu/cs/ or contact the administrator of the Department of Curriculum Studies, Everly Hall 224, (808) 956-4401, csdept@hawaii.edu.
Master of Education in Early Childhood Education
The Departments of Curriculum Studies and Special Education in the College of Education and the Department of Family Resources in the College of Tropical Agriculture and Human Resources (CTAHR) offer a 30 credit interdisciplinary program leading to the degree of Master of Education in Early Childhood Education (MEd-ECE). The program is designed to support professional development and promote leadership in personnel who work in programs with children between infancy and five years of age.
Course of study includes understanding the developmental and educational needs of young children ages birth to five; knowledge of family systems, needs and resources; development of the ability to design and implement learning environments and programs to meet the needs of all young learners ages birth to eight including those with disabilities; current issues and trends in early education policy, assessment, and research; and development of reflective practice and ethical leadership skills. Students with an initial license in another field can choose elective that enable them to add-a-field in ECE to their Hawai‘i Teacher’s license.
Admission Requirements
In addition to the requirements of Graduate Division, applicants for the MEd in Early Childhood Education must provide the following:
- Evidence of successful academic performance in child development and early childhood education. This includes a minimum of one course each in:
a. child development, age birth to five;
b. early childhood education;
c. developmentally appropriate practice;
d. family studies/working with families and communities; - Documented experience of work with young children and their families or in early childhood program administration or public policy;
- Three (3) professional references from people who are able to comment on the quality of the applicant’s experience, ability to pursue graduate study, and professional strengths.
Program Requirements
30 credit hours in early childhood regular education, early childhood special education, child development, and family public policy are required. Students take a common core of 18 required credits and select 12 credits of specialization courses in an area of interest within their major.
The required core of 18 credits is taken over the course of three intensive Summer sessions on the UH Manoa campus. Core courses are offered through the Departments of Curriculum Studies and Special Education in the College of Education, and the Department of Family Resources in the College of Tropical Agriculture and Human Resources. The balance of 12 elective credits is taken either online, face-to-face, or in hybrid format, based on student interest and need, in consultation with a program advisor.
Plan A (Thesis) Requirements
The Plan A program is designed for those who are interested in research and writing a thesis. Students completing a Plan A will take a minimum of 30 credit hours including 18 credits at the 600 level or higher, a core consisting of 18 credits, 6 credits of electives, and 6 credits of thesis research (EDCS 700). The culminating experience for Plan A students will be a thesis based on original research.
Plan B (Non-Thesis) Requirements
The Plan B program is for those who wish to focus on strengthening professional knowledge and skills. Students completing a Plan B will take a minimum of 30 credit hours including 18 credits at the 600 level or higher, a core consisting of 18 credits, 9-11 credits of electives and 1-3 credits of Plan B preparation. The culminating experience for Plan B students will be the submission of a paper, project, or professional portfolio that documents their competency in demonstrating program standards. A faculty advisor will guide and direct the development of the Plan B capstone.
For further information and application forms, go to med-ece or contact the Department of Curriculum Studies, Graduate ECE Program at (808) 956-0337.
Doctoral Degree
The doctor of philosophy degree in education (PhD) is a college-wide degree awarded for distinguished academic preparation for the field of education.
The PhD in Education, track in Curriculum and Instruction, develops educational leaders in curriculum development, teaching, curriculum evaluation, and/or teacher education and professional development. The program varies in the number of credit hours required, depending upon the candidate’s qualifications, and includes courses required for all doctoral students enrolled in the College of Education; courses in an area of study, such as issues and trends in curriculum, teaching and learning, curriculum and program evaluation, and research on teacher education and professional development; breadth courses; a field project or an internship in college teaching; and the dissertation.
For additional information, see the “Doctoral Degrees” section within the College of Education section of this Catalog or visit phd-ci.